Research on Compatible Mode of Self-directed Learning and Cooperative Learning in Blended Teaching of Basic English Course

In the information age,blended teaching,no matter online or offline,has become the mainstream of college teaching reform.In this teaching model,self-directed learning and cooperative learning are the two main learning approaches.On the online teaching platform,students mainly learn knowledge-based content by self-directed learning,while practising their language skills by cooperative learning in flipped classroom activities.On one hand,it advocates student-centered strategy so as to improve students autonomous learning ability;on the other hand,teachers serve as a guide to organize the classroom activities;meanwhile,they give timely feedback to students in order to promote students’learning ability.In blended teaching model,this mutually compatible and reinforcing model of self-directed learning and cooperative learning is undoubtedly helpful to improve the teaching efficiency.

Relationship between self-directed learning readiness, learning attitude, and self-efficacy of nursing undergraduates

Objective: The purposes of this study were to analyze the influencing factors of self-directed learning readiness(SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates.Methods: A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire.Result: The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns.Conclusions: The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students' learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education:a meta-analysis

Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

Self-directed learning readiness and nursing competency among undergraduate nursing students in Fujian province of China

Aims:We examined the relationship between self-directed learning readiness(SDLR)and nursing competency among undergraduate nursing students.Background:There is little evidence-based data related to the relationship between selfdirected learning(SDL)and nursing competency.Methods:A descriptive correlational design was used.We conducted convenience sampling of 519 undergraduate nursing students from three universities during their final period of clinical practice.We investigated SDL according to the SDLR scale for nursing education(Chinese translation version),and used the Competency Inventory for Registered Nurses to evaluate nursing competency.Results:The mean SDLR score of the students was 148.55(standard deviation[SD]18.46),indicating intermediate and higher SDLR.The mean score for nursing competency was 142.31(SD30.39),indicating intermediate nursing competence.SDLR had a significant positive and strong relationship with nursing competency.Conclusion:SDLR is a predictor of nursing competency.

Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

Self-directed learning readiness and social problem solving of nursing students in Macao

Objective The aims of this study were to describe nursing students′self-directed learning readiness and social problem solving and test their correlations in Macao.Methods This descriptive cross-sectional study was conducted on 140baccalaureate nursing students.A stratified random sampling was performed.The Self-directed Learning Readiness(SDLR)Scale and Chinese Social Problem-Solving Inventory-Revised(C-SPSI-R)were used.Results The response rate was 79.3%.Students possessed readiness for self-directed learning(mean 149.09±12.53,51.4%at high level,48.6%at low level).Regarding to social problem solving,the mean scores of each subscale were 9.35±3.25(Rational Problem Solving,RPS),10.26±3.23(Positive Problem Orientation,PPO),8.14±4.06(Negative Problem Orientation,NPO),5.67±4.44(Avoidance Style,AS),and 4.84±3.03(Impulsivity/Carelessness Style,ICS).SDLR was positively related to RPS and PPO,but was negatively related to AS.Conclusion Half of students possessed stronger readiness for self-directed learning.Students had a belief in the ability to solve problems,and adopted relevant strategies in solving problems.However,students still had negative and dysfunctional orientation and defective attempts in solving problems.Self-directed learning was positively related to positive and constructive orientation,but was negatively related to defective problem-solving pattern.Nurse educators should create educational climates for promoting student confidence and mutual responsibility for learning and their thinking process for problem solving.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.

Nursing Students’ Readiness for Self-Directed Learning and Its Effect on Learning Outcome in South-West Nigeria

Self-directed learning (SDL) uses diverse learning resources to solve identified problems in learning. Nursing is a lifelong learning profession and SDL is a valuable skill to remain relevant and productive professionals. Nursing students are expected to embrace SDL and develop these skills. However, there has been no evidence of this innovative process in South-West Nigeria. This study seeks to evaluate nursing students’ readiness for SDL and its effect on learning outcome. This quasi-experimental study purposively utilized 229 nursing students as participants. Baseline (P1) data was collected using Gugliemino’s SDL readiness scale (SDLRS) and a validated-structured questionnaire. Participants had a pre-test to assess knowledge at P1 followed by 6 weeks interaction using SDL on selected topics in Medical-surgical nursing and the same test at post-intervention (P2). Using a 50-point scale, knowledge was categorized as good ≥ 25 and poor < 25 and SDLRS on a 290-point scale was categorized as below average 5 - 201, average 202 - 226 and above average 227 - 290. Descriptive statistics, Chi-square test, t-test and linear regression analysis were used for analysis at p = 0.05. Nursing students’ SDLRS was average;mean = 203 ± 23.0. A significant difference exists between nursing students with good knowledge at P1 and P2. At P1, 39.2% had good knowledge, mean = 22.2 ± 6.3, and 90.1% at P2, mean = 30.6 ± 5.4, p < 0.05 also a significant relationship exist between SDLR and learning outcome at P2;p < 0.05. With the nursing students’ average SDL readiness level having a significant effect on learning outcome. Nursing training institutions should provide necessary resources to embrace SDL as a main-line teaching method to ensure competent life-long professionals.

Psychological Capital and Self-directed Learning Abilities of Graduate School Candidates

In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.

Psychological Capital and Self-directed Learning Abilities of Graduate School Candidates

In China,about 4.74 million Chinese have signed up for the 2023 national exam for postgraduate enrollment.More and more students will pursue a graduate school education.It’s important to note that the self-directed learning abilities of the students is crucial in the postgraduate entrance exam.Therefore,the study seeks to identify the level of the self-directed learning abilities and psychological capital of the postgraduate school candidates to identify whether there is a significant correlation between the candidates’self-directed learning abilities and psychological capital.

On the Trail of Self-Directed Online Learners

Purpose We describe a series of more than a dozen studies on self-directed online learning spanning over a decade.Design/Approach/Methods We incorporated surveys,interviews,focus groups,and content analyses into these research studies,which initially targeted the goals,motivations,and challenges of learners using open educational resources and OpenCourseWare and then focused on learning from massive open online courses(MOOCs).This research accelerated after creating a database of over 3,000 MOOC instructors,through which we explored cultural sensitivity and personalization practices in MOOCs as well as instructional design considerations and challenges,MOOC instructor professional development and career development,instructor motivation and engagement,and student and instructor perceptions of self-directed learning.Findings This study reveals that self-directed online learners(SDOLs)seek learning environments offering freedom,choice,control,and a sense of autonomy and that both learners and instructors have intrinsic motivation for engaging in open online learning environments.Originality/Value Based on this research with both MOOC instructors and MOOC learners,we offer instructional design guidelines to address SDOLs’needs and assist in efforts to foster a new generation of SDOLs.

The Influence of the Learning Environment on Learner Autonomy： A Comparative Study of Polish and Yemeni EFL Undergraduate Learners

The goal of autonomous language learning is to create an atmosphere where learners take charge of their own learning. Creating this atmosphere encounters various challenges which are partially context-specific. Influenced by the learning environment, learnners of different educational contexts vary in their degree of autonomy. The present study examines the impact of the learning environment on learner autonomy at higher education. The study focuses on the differences between Polish and Yemeni EFL （English as a Foreign Language） learners with respect to their autonomy in language learning. A questionnaire was distributed to a total of 140 （59 Polish and 81 Yemeni） undergraduate learners. The questionnaire was coded into seven categories： beliefs and attitudes, planning, management, self-regulation, sources and materials, in-class responsibility, and out-of-class responsibility. Data were analysed quantitatively via SPSS （Statistical Product and Service Solutions）. Independent Sample t-Test is used to investigate the differences between Polish and Yemein learners and Pearson Correlation is used to perform correlational analysis among the seven categories. The results show significant differences between Polish and Yemeni learners in some of the categories as well as a significant correlation among other categories

An Investigation on Telecommunication Staff＇s Acceptance of E-Learning Technology

As the information on telecommunication products updates rapidly, using E-learning in staff training becomes an edge for company operation. However, previous studies showed that staff＇s attitude toward E-learning significantly affected the outcomes of training. The purpose of this study is to investigate the acceptance of E-learning in a telecommunication company. The researchers adopted the technology acceptance model （TAM） and diffusion of innovation theory to evaluate the perceived usefulness and perceived ease of use on E-learning, in addition to employees＇ self-directed learning motivation, attitude toward computers, and organizational influence. We randomly chose 571 employees of the telecommunication entrepreneur at the Taichung office in Taiwan to participate in this survey. The result showed that employees＇ background factors such as age, job position, marital status, education level and the scale of job unit had the significant impact on behavioral intention to use E-learning. Employees＇ self-directed learning, attitude toward computers, and organizational influence respectively also had positive effects on perceived usefulness of E-learning and perceived ease of use of E-learning. Furthermore, employees＇ perceived usefulness of E-learning and perceived ease of use of E-learning also had a positive effect on behavioral intention to use E-learning systems.

深度学习的概念、策略、效果及其启示——美国深度学习项目(SDL)的解读与分析

在信息技术飞速发展和国际竞争日益激烈的今天,学校到底应该培养什么样的人?21世纪究竟需要什么样的人才?美国威廉和弗洛拉·休利特基金会与美国研究院合作开展的深度学习项目(SDL)对以上问题给予了回答。在概述SDL研究背景和研究设计的基础上,从核心概念、促进深度学习的策略和途径、深度学习的效果三个维度进行了介绍与解读。SDL研究对我国深度学习研究具有以下五点启示:需要充分把握与理解深度学习的内涵和目标;加强促进深度学习的策略和途径研究;注重课堂教学层面的深度学习实践研究;强化一线教师深度学习理论培训以及国家层面在政策上给予支持等。

国外自主学习的若干模型：述评和启示

自主学习是教育领域研究的一个重要概念,然而这种概念在研究和实践中存在混淆和争议。文章回顾和分析了国外几种有影响力的自主学习模型:转变过程模型、儿童教育学和成人教育学关系模型、个人责任取向的自主学习模型、阶段性自主学习模型、批判性自主学习模型、学习四阶段模型、自主学习维度模型、自主学习过程模型、自主学习理论模型。这些模型解释了什么是自主学习,影响自主学习的因素是什么,如何促进自主学习等问题。

利用稳健字典学习的雷达高分辨距离像目标识别算法

基于字典学习算法的信号稀疏表示被广泛应用于信号处理领域。由于字典原子间存在冗余性,求解信号的稀疏表示会受到观测信号中扰动分量的影响,从而带来表示的不确定性,不利于雷达高分辨距离像(HRRP)目标识别任务。针对这一问题,该文提出一种稳健字典学习(SDL)算法,通过边缘化信号丢失,构建稳健损失函数用于学习自适应字典。该算法利用距离像在散射点不发生越距离单元走动的方位帧内具有结构相似性,约束临近训练样本间稀疏表示的非零元素位置相同,并通过结构化稀疏约束选择最优子字典用于测试样本的分类。基于实测HRRP数据的实验结果验证了所提算法的有效性。

灵活学习环境与学习能力发展——对美国《教育传播与技术研究手册》(第四版)的学习与思考之二

本文首先简要介绍了"灵活学习环境"的意义与作用,然后具体阐述有关"学习能力"的概念——主要涉及"自主学习能力"和"自我调节学习能力"。在此基础上,文章对能够有效促进这两种能力发展的"灵活学习环境",着重从其组成要素及相关教学策略支持等方面作了较深入的分析与探讨,同时还对成效较显著、并已产生较大影响的灵活学习环境设计的典型应用案例作了介绍。

自我指导式学习教学设计理论初探

虽然人类已经开发了众多教学设计理论,但在信息剧增的社会大背景下,仍然需要教学设计专家通过更多的方法来支持人类学习和发展的新领域,自我指导式学习(Self-directed learning,SDL)作为一种新的理论,它自身包含了教育的价值、基本条件等指导因素。

基于Linux平台同步教学课件播放工具的设计与实现

首先分析了目前网络教学的发展趋势以及使用国产Linux操作系统的意义。然后简要描述了基于MPEG4IP的集成了音视频和教师屏幕数据等多种媒体的同步教学系统设计框架。之后重点分析了同步教学系统中学生客户端课件播放工具的设计方案与基于GTK+图形库的实现机制,并深入探讨了播放器实现中SDL库的运行机制。最后针对系统的不足提出了进一步的研究方向。

CBL教学法在临床医学留学生药理学教学中的应用研究

CBL教学法在临床医学留学生药理学教学中的应用显著提高了学生的考试成绩和学生的自主学习(self-dependent learning,SDL)效率,培养了学生批判性思维(critical thinking)以及解决问题的能力(problem solving ability)。CBL作为一种新的教学法在临床医学留学生药理学教学中的效果显著,值得应用。